>I happen to believe that graphing calculators are the greatest invention>since, well, the scientific calculator. However, I noticed a disturbingtrend>at the AP seminar I attended this year in New Orleans. When looking at>samples of actual students answers to the free response section, I noticed>that not one of the students could sketch a graph--they all plotted eight to>ten points and connected the dots. These were routine functions like y =>(1-x)^0.5.>>I think that the ability to analyze the behavior of functions is critical.>How can you even use a graphing calculator if you don't have some idea of>what to expect?>>Any comments?>>Kent>>

I think graphing calculators are great and I have learned alot from foolingaround with them - but too much of a good thing can be deadly. I believe thatcalculators are over-used in the entire school system and that students wouldbe better mathmeticians if they had never seen a calculator.

If you understand math, you can quickly figure out how to manipulate acalculator. Unfortunately many of our students learn to manipulate aparticular calculator and never learn the concepts.